PERAN GURU PENDIDIKAN AGAMA HINDU DALAM PENGUATAN MODERASI BERAGAMA SISWA SMA NEGERI KOTA PALANGKA RAYA PADA ERA GLOBALISASI
ABSTRAK Dinamika era globalisasi dan arus informasi digital memicu polarisasi serta penurunan pemahaman moderasi beragama di lingkungan sekolah. Kondisi terse-but berdampak pada timbulnya hambatan psikologis seperti isolasi peran (role isolation) pada siswa Hindu yang berstatus minoritas di sekolah negeri. Penelitian ini diarahkan untuk mendapatkan kejelasan serta implikasinya ter-hadap Pendidikan Agama Hindu di sekolah. Adapun rumusan masalah yang dipakai landasan dalam penelitian ini adalah (1) Bagaimana peran guru Pendidi-kan Agama Hindu (PAH) dalam memperkuat moderasi beragama siswa pada SMA Negeri Kota Palangka Raya? (2) Apa saja hambatan yang dihadapi guru PAH dalam memperkuat moderasi beragama siswa pada SMA Negeri Kota Pal-angka Raya? (3) Bagaimana strategi adaptif guru PAH dalam memperkuat mod-erasi beragama siswa pada SMA Negeri Kota Palangka Raya? Melalui pendekatan kualitatif dengan desain studi kasus, data dikumpulkan melalui metode observasi partisipatif, wawancara mendalam (in-depth inter-view), dan studi dokumentasi. Keabsahan data diuji melalui perpanjangan pengamatan dan member checking. Data selanjutnya diinterpretasi dengan menggunakan tiga pisau analisis konseptual, yaitu Teori Peran (Role Theory Bid-dle), Teori Konstruktivisme Sosial (Lev Vygotsky), dan Teori Pendidikan Mul-tikultural (James A. Banks). Berdasarkan substansi yang digunakan dalam penelitian ini, beberapa temuan yang diperoleh meliputi (1) Peran guru PAH secara konsisten berjalan sebagai value transmitter yang menginternalisasikan nilai Tat Twam Asi dan Tri Hita Ka-rana, conservator nilai keagamaan, serta role model dan inspirator karakter inklusif di lingkungan sekolah. (2) Hambatan yang dihadapi mencakup aspek in-ternal berupa isolasi peran (role isolation) dan kecenderungan eksklusif siswa minoritas, serta hambatan eksternal berupa ketimpangan komposisi kelas mul-tikultural, keterbatasan buku teks/bahan ajar nasional yang kurang mengako-modasi kearifan lokal (content gap), benturan ekspektasi domestik/orang tua, ser-ta ketiadaan ruang kelas khusus keagamaan Hindu. (3) Strategi adaptif yang dit-erapkan guru mencakup Penguatan Pendidikan Karakter (PPK) berbasis role sharing, pembentukan Forum Diskusi Huma Betang, pengembangan konten digi-tal edukatif Hindu Kaharingan, serta pemanfaatan media seni rupa lokal (seperti Sapundu) untuk menjembatani keterbatasan ruang ibadah. Integrasi strategi ini berhasil mentransformasi interaksi siswa minoritas dari rasa terasing menjadi kolaboratif. Penelitian ini memberikan kontribusi da-lam merekonstruksi ekosistem belajar inklusif yang mengawinkan konsep Tri Mandala Hindu dengan filosofi egaliter Huma Betang Dayak, guna mewujudkan ruang kelas sebagai laboratorium sosial pembentuk ketahanan mental dan karak-ter moderat siswa. Kata Kunci: Guru Agama Hindu, Moderasi Beragama, Huma Betang, Era Glob-alisasi, Minoritas. ABSTRACT The dynamics of the globalization era and the flow of digital information trigger polarization and a decline in the understanding of religious moderation in school environments. These conditions lead to psychological barriers such as role isolation among minority Hindu students in public schools. This study is directed towards gaining clarity and its implications for Hindu Religious Education in schools. The research questions serving as the foundation of this study are (1) What is the role of Hindu Religious Education (PAH) teachers in strengthening students' religious moderation in State Senior High Schools in Palangka Raya City? (2) What obstacles are faced by PAH teachers in strengthening students' religious moderation in State Senior High Schools across Palangka Raya City? (3) What adaptive strategies are implemented by PAH teachers in strengthening students' religious moderation in State Senior High Schools in Palangka Raya City? Through a qualitative approach with a case study design, data were col-lected using participatory observation methods, in-depth interviews, and docu-mentation studies. Data validity was maintained through extended observation and member checking. The data were then interpreted using three conceptual an-alytical frameworks: Biddle's Role Theory, Lev Vygotsky's Social Constructivism Theory, and James A. Banks' Multicultural Education Theory. Based on the substance used in this study, several findings were obtained, includ-ing: (1) The role of PAH teachers consistently functions as value transmitters in-ternalizing the teachings of Tat Twam Asi and Tri Hita Karana, conservators of religious values, as well as role models and inspirators for inclusive character building in schools. (2) The obstacles faced include internal aspects such as role isolation and exclusive tendencies among minority students, alongside external obstacles such as demographic imbalances in multicultural classrooms, a lack of national textbooks/learning materials incorporating local wisdom (content gap), domestic/parental expectations resistance, and the absence of dedicated class-rooms for Hindu religious activities. (3) The adaptive strategies implemented by teachers include Character Education Strengthening (PPK) based on role-sharing, establishing Huma Betang Discussion Forums, developing Hindu Kaharingan ed-ucational digital content, and utilizing local fine arts media (such as Sapundu) to overcome spatial limitations for religious worship. The integration of these strategies successfully transformed minority stu-dent interactions from feeling isolated to becoming collaborative. This research contributes to reconstructing an inclusive learning ecosystem by synthesizing the Balinese Hindu Tri Mandala spatial concept with the egalitarian Dayak Huma Betang philosophy, ultimately transforming classrooms into social laboratories that foster mental resilience and moderate character among students. Keywords: Hindu Teachers, Religious Moderation, Huma Betang, Globalization Era, Minority.